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This paper aims to identify factors that influence the outcomes of academic entrepreneurship at the University of Tehran.

The research questionnaires were randomly distributed, and 95 individuals, including professors and experts in the field of academic entrepreneurship at the University, answered the questions. The population was estimated to include 150 subjects; 100 questionnaires were distributed totally; and 95 questionnaires were finally collected.

The results obtained from the data analysis indicate that institutions (formal and informal) and organizational factors (resources and capabilities) have a significant impact on the success of academic entrepreneurship. In addition, the results from an effect size analysis revealed that capabilities and informal resources have the strongest impact on the academic entrepreneurship outcomes. Limitations and directions for future research are provided at the end of the study.

It is a pioneering work that identifies the factors that influence academic entrepreneurship outcomes at the University of Tehran in a specific context such as Iran. Guerrero and Urbano’s (2012) entrepreneurial university model, which is built on the theory of institutional economy (North, 1990) and the resource-based view (Barney, 1991), has been adapted as the theoretical framework.

The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment.

Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer.

The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment.

A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes.

Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning.

This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

The purpose of this paper is to analyze potentially significant differences in a series of relevant characteristics of universities’ technology transfer offices (TTOs). To this end, TTOs have been classified by the function of their resources assigned to the enhancement of university entrepreneurship. The factors analyzed are the number of academic spin-offs created with the support of TTOs as well as the TTOs’ age, experience, professionalization and relational capital.

The authors have performed a hierarchical agglomerative cluster analysis to identify the groups of TTOs with homogeneous behavior and features. This multivariate technique allows determining whether it is possible to identify some differentiated conglomerates of TTOs.

The results of the cluster analysis allow concluding that the number of academic spin-offs created with the support of TTOs, the age and degree of professionalization of these TTOs, the experiences of their employees in matters related to entrepreneurship and their relationships with market actors explain the different levels of commitment of TTOs toward the enhancement of university entrepreneurship. In contrast with the expected results, the relationship between TTOs and academic actors does not seem to explain such differences.

This research contributes to the identification of the particular design characteristics that TTOs should exhibit to promote the entrepreneurial performance of universities, offering important recommendations to academic institutions regarding the efficient design of TTOs to manage university ambidexterity and to build TTOs’ entrepreneurial identity.

The purpose of this paper is to present a project called EmprendeSport, whose aim is to increase knowledge in entrepreneurship and sports in students, professors and professionals through seminars carried out from 2015 to 2018. This study summarises the experience and data extracted throughout these seminars with the purpose of helping to design policies that stimulate business activity of the universities that seek to promote entrepreneurial spirit within a higher educational context.

This is a descriptive paper of the experiences of the seminars done during four years, with a regularly assistance of 200 people. The profile of the assistants was, mainly males, studying a degree on sports or entrepreneurship and working.

There is a lack of knowledge and interest in entrepreneurship. The realisation of the seminar resulted to be a useful incentive for the public to develop new ideas to innovate in their daily lives, some of them also, because of the seminar through of creating their own business. From the organisation perspective, in order to increase the entrepreneurial culture between the females.

The main contribution of this document could be to help design policies that stimulate business activities of universities and, therefore, stimulate their contribution to the development of the modern knowledge economy.

The entrepreneurial university is being widely studied, given its importance as an agent in economic and social development. This paper presents the findings of a study that had a twofold objective. First, it sought to establish a model of maturity for the measurement of the level of academic entrepreneurship in universities. Second, it aimed to apply this maturity model to a sufficiently wide and varied sample of faculties to discover their current level of academic entrepreneurship, as well as their differences by area of knowledge, type of university and autonomous region in Spain.

A questionnaire was designed with items grouped into 14 blocks that defined the entrepreneurial university according to the model previously developed. The questionnaire was answered by 84 deans/directors belonging to different faculties/universities from six Spanish regions.

The findings showed that the Spanish universities stand out in four areas: internationalisation, use of active methodologies, mission and strategy and management team support. However, the legal and administrative context, the funds for entrepreneurship and the training of staff in entrepreneurship are not sufficiently developed. Significant differences were observed between regions but not by type of university or area of knowledge.

The results provide an innovative model that explains the factors that define the entrepreneurial university, as well as guidelines for universities to move forward in developing stages.

To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students’ entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT).

This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye.

The empirical findings can help policymakers develop effective policies to encourage entrepreneurship.

The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path.

The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT.

By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries.

The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.

The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.

Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.

The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.

The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.

Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.

the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.

PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

We conjecture that there are five stages to academic entrepreneurship: motivation, governance, selection, competition, and performance. The process of academic entrepreneurship originates with the motivation of faculty, universities, industry, and government to commercialize knowledge that originates within the university setting. The model conceptualizes that the governance and competitiveness of the commercialized knowledge moderate the mode selection and ultimately the performance of academic entrepreneurship. The conceptual and empirical support for the model are derived from a theory-driven synthesis of articles related to academic entrepreneurship.

Within the last two decades, entrepreneurship education has become institutionalized in Germany. It is offered as a stand-alone program or as part of a business degree, combining academic knowledge, practical skills, and personal development to enhance the entrepreneurial success of university graduates. While entrepreneurship education has experienced similar growth worldwide, its emergence in Germany is closely tied to the country’s political and economic developments. The significance of entrepreneurship education for a thriving entrepreneurial ecosystem and contemporary economic policy has been instrumental in advancing its academic recognition. This chapter provides a historical analysis of the academization of entrepreneurship in Germany. It explores the recursive and often idiosyncratic processes involving state and financial institutions, companies, and universities that have created, respecified, and mutually reinforced a subdiscipline and field of study. Academic entrepreneurship knowledge successively not only became relevant for starting a business but also for employment within the entrepreneurial infrastructure and beyond. This chapter follows a chronological order, highlighting three key stages in the academization of entrepreneurship education. First, the academic, financial, and political roots (I) of entrepreneurship up until the 1970s. Second, it explores the transformation (II) of entrepreneurship into a viable policy alternative and the challenges faced in establishing complementary research and education in higher education institutions during the 1980s. Finally, it sketches the institutionalization (III) of entrepreneurship as a central driver of government economic policy, allowing for the late bloom of entrepreneurship education and research at universities around the turn of the millennium.

Doctoral students are promising entrepreneurial actors in university-based ventures, which positively impact the external environment and create value for their universities. In this article, the authors extend current research on academic entrepreneurship by shedding light on the role of university support in the early stage of Ph.D. entrepreneurship. Based on social information processing theory, the authors posit that academic entrepreneurship results from the interplay between doctoral students' human capital and university-level support. A multilevel model is proposed and empirically tested to shed light on the cradle of doctoral students' entrepreneurship by explaining the variance of their entrepreneurial alertness and intentions.

A model is proposed that explains the combined effect of specific human capital and different forms of university support on doctoral students' cognitive transition from entrepreneurial alertness to intentions. The model was then tested through structural equation modeling (SEM) and multigroup analysis (MGA) on a sample of 187 doctoral students enrolled in Italian universities.

The SEM results reveal that doctoral students' entrepreneurial alertness is influenced by perceived educational support and human capital. The MGA demonstrates that those who perceive a higher level of support for concept and business development from universities are more likely to convert their alertness into intentions than those who perceive lower support.

The present paper brings to the stage doctoral students as an extremely promising entrepreneurial target. In doing so, it extends academic entrepreneurship studies by detailing how and when the different forms of university support influence their entrepreneurial decisions, along with individual dimensions.